| Educational guide School of Chemical Engineering |
english |
| Energy Conversion Systems and Technologies (2019) |
 Subjects |
| INTEGRATED LABORATORY ON ENERGY CONVERSION SYSTEMS |
| Methodologies |
| IDENTIFYING DATA | 2019_20 |
| Subject | INTEGRATED LABORATORY ON ENERGY CONVERSION SYSTEMS | Code | 20755108 | |||||
| Study programme |
|
Cycle | 2nd | |||||
| Descriptors | Credits | Type | Year | Period | ||||
| 4.5 | Compulsory | First | ||||||
| Competences | Learning outcomes | Contents |
| Planning | Methodologies | Personalized attention |
| Assessment | Sources of information | Recommendations |
| Description | |
| Introductory activities | Activities aimed at making contact and collecting information from students. There will also be a presentation of the subject describing the learning objectives, contents, methodologies, evaluation systems and skills to be worked on. This session will be first in each subject and will last 30 min |
| Lecture | Exhibition of the contents of the subject in the classroom or laboratory |
| Previous study | Search, reading and documentation work prior to laboratory practices by the student |
| Laboratory practicals | Apply, on a practical level, the theory of a domain of knowledge in a specific context. Practical exercises through the different laboratories |
| Presentations / oral communications | Oral presentation by students of a specific topic or a work (previous written presentation) |
| Assignments | Exercises performed by the student from material and references provided by the teacher or as a result of laboratory practices. This activity has a greater scope and extension than the resolution of problems |
| Personal attention | This guidance is carried out by the teacher of each subject with the students enrolled in the same. The purpose of this guidance is to plan, guide, dynamise, monitor and evaluate the student's learning process, taking into account their profile interests, needs, previous knowledge, etc.) and the characteristics / requirements of the context ( EHEA, academic / professional profile, social-labor demand, etc.). |
